Cross-cultural definitions of inclusion for deaf students: a comparative analysis

Foster, Susan; Mudgett-DeCaro, Patricia A.; Bagga-Gupta, Sangeeta; Leuw, Lieke De; Domfors, Lars-Åke; Emerton, Greg; Lampropoulou, Venetta; Ouellette, Sue; Weert, Jan Van; Welch, Olga M.

doi:10.1179/146431503790560745

Cited by 13 publications

(6 citation statements)

References 2 publications

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“…Unfortunately, no information on parental background and preference of oral versus sign language in home communication was gathered. One account for the large proportion of students with CI in special settings in Greece can be attributed to the country’s long tradition for separate schools for the deaf and also to a lack of support for inclusion among involved parties, such as ToDs, parents, governmental agencies, and the deaf community (Foster et al, 2003). Also, the lack of specialized personnel and support services for students with disabilities in the recent past may have constrained the integration of deaf students in mainstream schools (Lampropoulou & Padeliadu, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…In Greece, according to a survey from the Special Education Office in 1994, students with hearing impairment or deafness were found to be educated mostly in schools for the deaf, namely both residential and day schools for the deaf and hard-of-hearing (89.9%) and less in inclusive units where students with hearing impairment are attending special units in mainstream schools and are partly integrated (10.1%) with hearing peers in classes or other school activities (Foster et al, 2003). Based on the current legislature (Greek Legislation on Special Education Policies, 2008), students in the inclusive unit may receive specialized group or individual programs.…”

Section: Introductionmentioning

confidence: 99%

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Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices

Okalidou

Papavassiliou-Alexiou

Zourna

et al. 2017

Communication Disorders Quarterly

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Despite the trend for mainstreaming children with cochlear implants (CI), a considerable number, either with or without additional disabilities, attend schools for the deaf today. The purpose of this study was to address approaches and practices, interdisciplinary involvement, and challenges within schools for the deaf for managing the communication needs of students with CI. Focused semistructured interviews of school personnel were used for documenting current practices and drawing out areas of concern. Several differences emerged across schools but also between past and current practices in managing the communication of students with CI. These included management of technology, speech-language pathologist (SLP) involvement, instruction models, student regrouping, and modifications in communication mode in teacher-student interchange. Challenges were related to technology, interactions with other professionals and carriers, and reaching the student's oral communication potential. The importance of an interdisciplinary approach and the school's orientation are discussed as key factors in the management process.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices

Okalidou

Papavassiliou-Alexiou

Zourna

et al. 2017

Communication Disorders Quarterly

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show abstract

“…Although some authors [5][6][7] believe that inclusion is only achieved when deaf pupils are placed in mainstream classes with hearing pupils and are involved in all aspects of school life, other authors [8], on the other hand, believe that inclusion is only achieved when deaf pupils are placed in mainstream classes with hearing pupils and are involved in all aspects of school life, on the other hand, consider that inclusion can only be achieved when the education of deaf pupils takes place within specialised programmes and separately from hearing pupils, by better addressing their communication and language needs, socialisation and cultural identity.…”

Section: Situation Of Deaf People In Spain: State Of the Questionmentioning

confidence: 99%

Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

et al. 2021

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The proposed work aims to offer an educational proposal with which to approach the Physical Education class with hearing impaired students through the use of different tools, with special attention to technological ones. These in turn are structured into objectives, materials, organisation, graphic description and a QR code for each game. These codes are linked to different videos hosted on the YouTube platform, in which the explanation of the games, mentioned above, can be visualised graphically using sign language. The whole creative process is described in the article, as well as possible pedagogical applications of the use of the tools created for this purpose in other educational contexts.

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“…Discussions of inclusivity in the research literature have generally centred on Northern constructs of inclusive societies, spaces, and schools for deaf people (Brennan 2003, Doherty 2012, Foster et al 2003, Ladd 2003, Powers 2002. In these contexts where childhood deafness is picked up at birth, where inclusive mainstream and special school education coexist, and where sign language interpreters, and education and health professionals are appropriately qualified, the debates around inclusion generally centre on the preservation and protection of the linguistic and cultural identity of deaf people, and inclusion as a societal response to diversity.…”

Section: The Research Contextmentioning

confidence: 99%

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

Swanwick¹,

Oppong²,

Offei³

et al. 2020

JBA

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This paper investigates the impact of the COVID-19 pandemic on deaf adults, children, and their families in Ghana, focusing on issues of inclusion. We ask what it takes to �make cities and human settlements inclusive, safe, resilient and sustainable� (United Nations Strategic Development Goal 11) for deaf people in the context of the global pandemic in a low-resource context. The exceptional challenge to inclusion posed by COVID-19 is examined in terms of issues for deaf children and their families, and from the point of view of deaf adults in advocacy and support organisations. The pivotal language and communication issues are shown through a bioecological analysis that illuminates the interdependent dynamics of development and context, and their influence on access to, and understanding of, crucial information. It is argued that the global crisis of COVID-19 exposes and deepens issues of societal exclusion for deaf adults, children, and their families, and provokes wider questions about what inclusion means and how it can be realised, in different cultural contexts.

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Cross-cultural definitions of inclusion for deaf students: a comparative analysis

Cited by 13 publications

References 2 publications

Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices

Managing Communication of Students With Cochlear Implants in Schools for the Deaf: Professional Practices

Design of Educational Tools Based on Traditional Games for the Improvement of Social and Personal Skills of Primary School Students with Hearing Impairment

The impact of the COVID-19 pandemic on deaf adults, children and their families in Ghana

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